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Read A Story Explore The Math PDF
Read A Story Explore The Math PDF
Read A Story Explore The Math PDF
Title ISBN
Tap the Magic Tree by Christie Matheson 978-0062274458
Night Light by Nicholas Blechman *(also in French) 978-0545462631
Count the Monkeys by Mac Barnett 978-1423160656
Mice Mischief by Caroline Stills 978-0823429479
Ten Little Caterpillars by Bill Martin Jr. 978-1442433854
A Mountain of Friends by Kerstin Schoene 978-1554553136
Numbers Everywhere by Elliott Kaufman 978-0789211576
Counting Sheep – A Bedtime Adventure by Kathryn Cave 978-1847804808
How Long? Wacky Ways to Compare Length by Jessica 978-1479519149
Gunderson
How Big? Wacky Ways to Compare Size by Jessica 978-1479519156
Gunderson
Dog In Boots by Greg Gormley 978-1862338005
Counting Chickens by Flensted 978-1609050337
100 Snowmen by Jennifer Arena 978-1477847039
The House of 12 Bunnies by Caroline Stills 978-0823424221
100 Bears by Magali Bardos *(also in French) 978-1909263154
Guinea Pigs Add Up by Margery Cuyler 978-0802797957
Lion vs. Rabbit by Alex Latimer* 978-1561457090
The Highest Number in the World by Roy MacGregor 978-1770495753
What Do You Do With A Tail Like This? by Steve Jenkins 978-0618997138
*(also in French)
How Tall? Wacky Ways to Compare Height by Mark 978-1404883239
Weakland
This Plus That – Life’s Little Equations Amy Krouse Rosenthal 978-0061726552
Lifetime:The Amazing Numbers in Animal Lives by Lola M. 978-1452107141
Schaefer
How Many Jelly Beans? by Andrea Menotti 978-1452102061
© Carole Fullerton & Sandra Ball 2014 !4
Tap the Magic Tree by Christie Matheson
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ISBN: 978-0062274458
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Book description: Every book needs you to turn the
pages. But not every book needs you to tap it, shake it,
jiggle it, or even blow it a kiss. Innovative and timeless,
Tap the Magic Tree asks you to help one lonely tree
change with the seasons. Now that's interactive - and
magical! (from www.amazon.ca)
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Grade level(s): K-1
Math Concepts: Counting, Subitizing, Part-whole problems for 7
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Instructional ideas:
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Read and enjoy the book. Be sure to make it available to pairs of students to
read together afterwards… The best part of this story is the ability to interact with
the pages!
!
As the flowers on the tree develop, count them.
Older children may enjoy counting by 5’s to sort out the number of blossoms on
the page.
!
Have students subtilize the number of apples on the page in which they first
appear. Ask: How many apples do you see? How do you see them?
Invite many different responses and record them in numbers.
!
On the following page, ask students: How many apples are still in the tree? How
many have fallen. How do you know?
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Pose the following open-ended problem:
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There were 7 apples.
Some were in the tree. Some were on the ground.
How many of each could there be? How many ways can you find?
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Make handfuls of red counters available to students and have them model as
many solutions as they can, recording numbers and/or equations to show their
thinking. Celebrate the many ways we have to show 7!
!
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Adapt and replay this game for 2 less, 1 more or 2 more.
Here, students have played the game “2 more than”. They
record the equation and read it as:
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“Two more than 8 is 10.”
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Making%Tens%With%Dominoes%
Draw%the%Dominoes% Write%the%Equations%
" "
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Ten Little Caterpillars by Bill Martin Jr.
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ISBN: 978-1442433854
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Book description: In this attractive counting book with a
scientific flair, 10 little caterpillars creep through gardens,
vegetable patches and apple orchards. Ehlert’s
watercolor collages, in the style of botanical illustrations
with identifying labels, eloquently re-create the natural
habitat of each creature. An imaginative introduction to
ordinal numbers and the process of metamorphosis.
(from www.amazon.ca)
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Grade level(s): K-1-2
Math Concepts: Ordinals, Patterns, Doubles
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Instructional ideas:
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Read and enjoy the book. Revel in the beautiful illustrations.
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Explore Ordinals
On a second reading, have students record the numbers 1 through 10 on their
white boards, and erase one number as each caterpillar is eaten.
Alternately, they could draw ten caterpillars and erase the first, the second and
the third as they disappear in the story.
!
Line a group of 10 children up on the carpet in front of the group. Call out
instructions to each one, using an ordinal number. Consider:
• The second person in line must clap their hands 5 times.
• The 8th person in line must sing the ABC song.
• The 5th person must jump up and down until I say stop.
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Give students a turn to be the Ordinal Game Leader!
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Play with Doubles
Show the final image of the butterfly in the story. Ask students what they notice
about the image. Have them count the dots on the butterfly’s wings in different
ways. Have students make their own symmetrical butterfly by hand or with
stickers. They should include an equation to tell how a mathematician would
“read” the number of dots on their caterpillar. (e.g. 6 + 6 =12)
Ask:
What animals can we put together to make a tower as tall as
giraffe?
!
The image at right show one possible answer.
Record 7 + 3 = 10
or
black + light green is the same as orange
or
Panda and Snake is the same as Giraffe.
!
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Encourage students to find as many different ways as they can.
Invite them to use more than 2 creatures to create a tower as tall as
giraffe! (e.g. 5 + 2 + 1 + 2 = 10)
!
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NOTE - Have students build their towers flat on the table rather than
upright. They’ll have better results and will be less likely to see their
towers topple before they can record them.
!
Extend to 2 giraffes (20) for older students.
!
!
Carole Fullerton
2014
Mountain of Friends
Cuisenaire Towers
Giraffe = orange 10
Elephant = blue 9
Camel = brown 8
Panda Bear = black 7
Crocodile = dark green 6
Goldfish = yellow 5
Flamingo = pink 4
Snake = light green 3
Rabbit = red 2
Hedgehog = white 1
Numbers Everywhere by Elliott Kaufman
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ISBN: 978-0789211576
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Book description: Elliott Kaufman’s creative
photography book allows children (and adults) to
discover unintended number shapes found in
unexpected places. Numbers Everywhere reveals
how digits and mathematical symbols can be found
in the world around us -- if we know how to look for
them. (from www.amazon.ca)
!
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Grade level(s): K-1-2-3
Math Concepts: Identifying digits, Numbers in our world
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Instructional ideas:
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Read and enjoy the book.
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Have students identify the numbers they see in the images. Some are tricky -
give students time to make sense of the images!
!
Hand out dry erase boards and have students record and share the digits they
see as you share the book. This is a good way to support students with the
correct formation of the numerals. As they focus on the images, they will
likewise concentrate on their shape and direction.
!
Take your students on a “number search”. Start in the classroom. Begin by
looking for actual numerals that appear on book covers, posters, over classroom
doors or on students’ t-shirts. Once they understand the task, consider exploring
the exterior of the school, the neighbourhood or have students do a number
search at home.
!
Have students record what they find. Young students could record their findings
on paper attached to clipboards or on dry erase boards.
!
If you have access to iPads, tablets, iPods or digital cameras, consider having
students take photos of what they find.
!
© Carole Fullerton & Sandra Ball 2014 !14
As a more complex task for older children, have them use digital cameras to
capture images in the style of Elliott Kaufman’s book, in which the shape of
common objects is seen to resemble digits. This is trickier than it sounds, but will
no doubt inspire older learners. Publish student images in a digital story book
and share widely.
!
Consider having students put their digits together into number sentences!
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Fact Family Art
Have students make mobiles of their own, with beads
and pipe cleaners, as shown at right. Have them
write the corresponding equation on heavy
cardboard and suspend the mobile from it.
!
Alternately, have students draw and colour pictures
of possible balanced equation mobiles for different
facts families. Encourage them to be as creative as
possible!
!
Have students test and/or represent their mobile
ideas with Cuisenaire rods as suggested below.
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!
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Near Doubles Facts
Once you’ve taught the near doubles strategy, highlight
and record the near doubles facts in the story. To practice
the near doubles strategy, have children play a game using
the Doubles Plus One game board, attached.
!
Each child needs their own game board and a handful of
clear counters. They take turns to:
• Roll a ten-sided die
• Build the number
• Build one more than the number
• Cover the sum with a transparent counter in the strip of sums at the top of the
page.
!
The first player to cover all of the sums wins.
!
Thanks to Chris Hunter of Surrey SD36 for this idea. Check out the December
2013 post on his blog at reflectionsinthewhy.wordpress.com for more!
1 3 5 7 9 11 13 15 17 19
The House of 12 Bunnies by Caroline Stills
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ISBN: 978-0823424221
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Book description: In the house of 12 bunnies it is nearly
bedtime, but Sophia has lost something. She looks in
the kitchen cupboard with 5 cups, 4 plates, & 2 bowls;
in the bathroom with 4 spotted towels, 5 striped ones,
and 1 with a hole; even in the bedroom with 4 bunk
beds, 3 cots, and 1 trundle bed. Finally Sophia finds her
treasure; a bedtime story! (from www.amazon.ca)
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Grade level(s): 1-2-3
Math Concepts: Fact Families for 12, Skip Counting / Multiples
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Instructional ideas:
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Read and enjoy the book. The story line explores the idea of 12 broken into
many pieces – mathematically speaking, showing 12 with multiple addends.
!
!
Fact Families for 12 (2 Addends)
Have students work with Cuisenaire rods for this task. They should create a train
of length 12 (an orange and a red rod together) and then find as many ways as
they can to make a train that’s just as long. To start, restrict students to 2
addends (8+4, 6+6, for example) and have them work systematically to create
all the possibilities. Record their part-part trains in a T-chart and talk about how it
helps to work using a pattern.
!
Working with a partner, and with their trains
still built, students call out an equation (e.g.
9+3) and have their partner find the
corresponding train.
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Skip Counting and Multiples
Have students re-make a train of 12 with their Cuisenaire rods.
This time, they are to make trains of all the same colour that are the same length
as the 12. See below for some possibilities.
!
Have students select a train and describe
it as a repeated addition sentence (e.g.
2+2+2+2+2+2=12), and then skip count to
be sure of the total: 2, 4, 6, 8, 10, 12.
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Explain that, when we build a train all in one colour, we have shown multiples of
that number. The numbers we say when we count by a number are the multiples
of that number.
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Now look at these pictures. Have students model, tell an adoption story, and the
record the corresponding equation for each of the following pictures.
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______________________________!!!!!!! Guinea!Pig!Problems!
Lion vs. Rabbit by Alex Latimer
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ISBN: 978-1561457090
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Book description: Small turns out to be more powerful
than big in this hilarious story about outwitting a bully.
Lion bullies all the other animals until finally a rabbit
arrives to stop him. No one thinks that such a small
animal will be strong enough to defeat Lion. But perhaps
this rabbit is smart enough? (from www.amazon.ca)
AVAILABLE IN FRENCH as Lion contre lapin
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Grade level(s): 1-2-3-4
Math Concepts: Capacity, Estimation, Number sense, Difference, Time,
Beginning Multiplication, Beginning Division
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Instructional ideas:
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Read and enjoy the book.
!
Capacity and Estimation
On a second reading, ask:
!
Lion and rabbit have a marshmallow eating contest. They eat until their bellies
are full! How many marshmallow do you think they ate?
!
Accept all responses and then try some estimation activities of your own.
!
Put 5 large marshmallows in a small dish. Show students another container (a
clear jar, like a mayonnaise or pickle jar would work well) and have them
estimate how many would fit, using the referent of 5 as a point of comparison.
Record their thinking.
!
Next, present groups of students with a set of cups / containers of different sizes.
Give each group only 5 marshmallows to start (5 regular size or 10 mini
marshmallows), and have them estimate and record the number they think
would fill their container, then repeat with other containers in the set. The
important thing here is to use the referent and to explain their estimations!
!
Afterwards, students can check the actual number of marshmallows. Explain
that they should fit loosely, and not be jammed in… :o)
Suggest that students use Cuisenaire rods to model solution to these problems.
!
© Carole Fullerton & Sandra Ball 2014 !38
The Highest Number in the World by Roy MacGregor
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ISBN: 978-1770495753
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Book description: 9-year-old Gabriella Murray lives and
breathes hockey. She wears the same number as her
hero, Hayley Wickenheiser: number 22. But when her
coach hands out the team jerseys, Gabe is stuck with
number 9. She wants to give up hockey altogether.
A lovely history of the storied number 9 in hockey, The
Highest Number in the World is a must-have for any
hockey fan. (from www.amazon.ca)
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Grade level(s): 2-3
Math Concepts: Attributes of Number, Addition – Mental Math Strategies
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Instructional ideas:
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Read and enjoy the book. Have your students share connections to their
favourite jersey numbers, and the hockey stars that wear them!
!
Number Sense – Attributes of Number
Use the line master attached. Have your students create
a hockey jersey with their favourite number on the front.
!
Cut them out, and put a small piece of magnetic tape
on the back of each one. Have 8 -10 students put their
numbers on the board and have the other students sort
them into groups according to an attribute. (odd, even,
bigger than 50, less than 50, etc).
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Have students create sets
themselves and share them with a
partner, inviting that other student
to guess their sorting rule.